Updated: 11/08/22 This street dance resource is for teachers of KS3 dance (preferably in the third term of Y7 after teaching ‘intro to dance’ and ‘Rock and Roll’ . This lively and upbeat SOL has been created to really engage pupils within their dance studies. As this SOL is taught in term 3 after ‘intro to dance’ and ‘Rock and Roll’ pupils are expected to use the performance, choreography and appreciation skills that they have previously learnt and apply them to a different style of dance. This SOL encourages pupils to explore the shapes that their body can make through experimentation, improvisation and games; building up their confidence before stretching and challenging pupils to choreograph movement using the letters in their name as a stimulus. Includes: • 6 lesson (60 min per lesson) delivery PowerPoint with: ‘Enquiry questions’, ‘Do Now’ activities, ‘TIF (Take It Further) challenges’, YouTube clips and level descriptors. • STAR marking grid • Mark sheet • Theory task • Dance feedback toolkit

This GCSE Taster : Breathe 6 lesson Delivery PowerPoint has been created for teachers of Dance preparing their Year 9 pupils for GCSE. Over the 6 lessons, pupils will explore the GCSE Set Dance: Breathe along with appreciation tasks linked with section A of the written exam paper (component 2). E.g. Warm up, performance skills etc. The Breathe breakdown sections were created using the resources on the AQA website and print screened images of the YouTube video of Breathe. The PowerPoint also includes starters (bell activities), lesson objectives, homework tasks and assessment material. This resource also includes homework handouts. Enjoy!

This GCSE Taster : Shift 6 lesson delivery PowerPoint has been created for teachers of Dance preparing their Year 9 pupils for GCSE. Over the 6 lessons, pupils will explore the GCSE Set Dance: Shift along with appreciation tasks linked with section A of the written exam paper (component 2). E.g. The components of Dance (actions, dynamics, space and relationships), performance skills etc. PLEASE NOTE: I have created this resource to follow the GCSE Taster : Breathe 6 lesson SOW as some of the exam questions relate to the Breathe set dance. The Shift breakdown sections were created using the resources on the AQA website and print screened images of the YouTube video of Shift. The PowerPoint also includes starters (bell activities), lesson objectives, homework tasks and assessment material. This resource also includes homework handouts. Enjoy!

Updated: 11/08/22 This ‘Objects as Stimulus’ 6 lesson SOL is for teachers teaching KS3 dance. This ‘Objects as Stimulus’ resource is an alternative resource to my ‘Artificial Things’ resource. The difference between the 2 resources is that ‘objects as Stimulus’ can be taught to pupils at KS3 who will progress to either GCSE or BTEC at KS4. Whereas my previous ‘Artificial Things’ resource was aimed at KS3 pupils who would progress to GCSE only. This SOL has been designed to encourage pupils to use their imagination and apply their creativity at the same time as developing their dance skills. Choreography skills are homed in on in this SOL, as pupils are given an object as a stimulus (the box) and taught how to create motifs that can be later on developed to create a dance that is entertaining to watch. Later on in the SOL, pupils choose their own object as a stimulus to create and develop their own motifs into their own choreographies. Throughout the choreography tasks, dance appreciation is explored through questioning why pupil’s motifs relate to their object stimulus and what actions, space, dynamics and relationships they have used. Includes: 6 lesson (60 min per lesson) delivery PowerPoint with: ‘Enquiry questions’, ‘Do Now’ activities, ‘TIF (Take It Further) challenges’, YouTube clips and level descriptors. STAR marking grid Mark sheet Written task Cover work Dance feedback toolkit

This resource has been designed for teachers of GCSE dance revising choreography in preparation for the written exam. This lesson has been created to provide a way for dance students to revise in a fun and interactive way. Prior to the lesson, decide how you are going to divide your class into 6 groups (ideally a mixture of high and low ability in each group). After the starter activity on the PowerPoint give each group one of the texts as a stimulus. As a group, pupils can discuss how the text can be used to create choreography in relation to each of the questions on the PowerPoint (I allowed around 3 min per slide). Encourage pupils to write notes on the sheet with the text on as these can be used as posters in the classroom and/or be photocopied and given to all students for further revision. After pupils have completed notes for each of the questions, give pupils a copy of the questions as a mock test and allow pupils 20 min to complete the test using their text as their stimulus. Within this resource I have included the notes that my pupils made as an example.

This is a resource for teachers of Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts Unit 1: Exploring the Performing Arts choosing to study Kenrick Sandy and Emancipation of Expressionism for one of their practitioners. This resource is intended to be used after delivering my ‘L2 BTEC Performing Arts Unit 1 Introduction to Kenrick Sandy and Emancipation of Expressionism’ scheme of learning. This resource includes 6 x 1-2 hour lessons/practical workshops to guide your BTEC Performing Arts pupils though the information they need to include in their dance research journal once the assignment brief is launched. Each lesson/workshop is complete with bell activities, TIF tasks and homework tasks. All homework tasks link to the dance research journal that pupils need to submit in accordance to the assignment brief. (Please note, the pupils I teach and use this resource with have 2 teachers. I plan and deliver lessons on one dance practitioner – Kenrick Sandy. The other teacher plans and delivers lessons on 2 drama practitioners. This resource covers just what I deliver and therefore only covers 1 practitioner). All YouTube video links used as well as general lesson guidance can be found in the notes section underneath each PowerPoint slide.

We have our Year 6 open evening coming up and the whole school theme is ‘Fantastic Beasts and Where to Find Them’. The creative Arts department has decided to split up into the different Harry Potter houses to provide an interactive experience for the y6 pupils to get involved in. For dance I chose Ravenclaw House (As Ravenclaw is the best!) and in the dance studio a charms class will be taking place. A selection of Y10 and Y12 pupils will be working in pairs. One pupil having the wand and the other being controlled by the wand as if under a spell. As the wand moves around, the pupil ‘under the spell’ will move around mimicking the actions, dynamic and space that relates to the wands movements. After the Y6s have watched a demonstration, they will be able to take part either as the person controlling the wand or the one ‘under the spell’. The aim of the Charms lesson will be for pupils to learn how to control the movements of others with their wands. If they can learn to control the movements of others, they will be able to control the movements of fantastic beasts. In the background, a mixture of music featured in the Harry Potter and Fantastic Beasts films will be played and a mixture of blue and silver gel lights will be lit in the dance studio (for Ravenclaw) to create a magical ambiance. The Art department kindly made me 6 wands that I could use. In this resource there is a PowerPoint slide that you can project throughout the lesson. Feel free try this yourself, and let me know how it goes for you in the reviews. :)

I display the dance studio rules on the door of the dance studio and inside of the dance studio to remind pupils of the expectations within their dance lessons.

This is an invite template I used to invite my Y11 GCSE Dance pupils to a revision session the day before their written exam.

I display this poster on the door that my dance pupils enter the dance studio to remind them that there are no shoes to be worn in the dance studio.

This KS3 Performance year plan shows what I currently teach at Year 7, Year 8 and Year 9. I am a performance teacher (teaching Dance and Drama) but specialise in Dance and therefore create the schemes of work for Dance only. Each of my KS3 Dance Schemes of work can be found on TES resources. All of my KS3 resources include detailed lesson plans (including: aims, learning outcomes, time scale, resources, key words, level descriptors, lesson calendar, lesson objectives, starter activities (bell tasks)) and a delivery PowerPoint (including: lesson objectives, starter (bell activities), main tasks, talking points, success criteria, YouTube clips, games, level descriptors etc.) Some resources also include cover work material in the case of teacher absence. I hope my resources help and provide you with less time planning and more time enjoying teaching :)

This document is a hand out that I would give to EYFS, KS1 and KS2 teachers at the end of a practical dance CPD training session. It contains the basics of teaching dance at EYFS, KS1 and KS2. My training sessions have been taking place since dance appeared on the national curriculum and they were in demand as a lot of teachers were unsure how to approach dance in an enriching way. Whether you are an experienced primary school dance teacher wanting to check you are delivering dance in a way that nourishes creativity or a primary teacher who has never taught dance before and feels out of their depth, take a look at this free resource.

This KS3 Dance year plan shows what I deliver at Year 7 and Year 8. All my SOW can be found on TES resources complete with 6 lesson delivery PowerPoints that include: starters, lesson objectives, homework tasks and assessment tasks. I have also created a bundle that include all of the KS3 SOW that I currently deliver. I hope they help and provide you with less time planning and more time enjoying teaching :)